Journal #3

Differentiated instruction is like a new pair of shoes, because through it we are all ensured that we are ready to take the next step (Tomlinson, p. 10).  If we think back to when we were infants and our parents bought us new shoes each time we were getting ready for a new phase or step in our lives.  This is just like differentiated instruction.  With each new phase or step, the instruction changes to fit the learners needs.  When the learner has mastered a skill and is ready to move on to a higher strategy, the instruction is differentiated.  This is much like when a girl goes from being able to wear heeled dress shoes to actual pumps.  There is a certain trust instilled in the child/student as they are given the extra step.  This child's instruction has also just gotten slightly more challenging just like the pumps.  It takes more focus and determination to walk in pumps than in the dress shoes.  On the other hand if a child is having a tough time with the differentiation in place the teacher may implement a new instruction plan tailored to this child's specific needs.  This is much like if someone is walking in flip flops, but is having trouble with the shoes falling off and also causing discomfort.  In this situation this person may go to the store to buy sandals that have both straps and arch support.  The sandal and the instruction have both changed to fit the individuals personal needs so that they may move onto the next step in their lives.  Each new pair of shoes literally gets us off on the right foot for whatever our next step maybe.  Differentiated instruction helps prepare students for each new step they will take as they travel through their education.
Tomlinson, C. A. (n.d.). Advancing differentiation. Defining How Differentiation Looks in Today's Classroom, 08-12.